Mathematics Grade 6
Strand: STATISTICS AND PROBABILITY (6.SP)
Develop understanding of statistical variability of data (Standards 6.SP.1–3)
. Summarize and describe distributions (Standards 6.SP.4–5)
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
Buttons: statistical questions
The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.
Chapter 4 - Mathematical Foundations (UMSMP)
This is Chapter 4 of the Utah Middle School Math: Grade 6 textbook. It provides a Mathematical Foundation for Fluency.
Chapter 4 - Student Workbook (UMSMP)
This is Chapter 4 of the Utah Middle School Math: Grade 6 student workbook. It covers the following topics: Statistics.
Comparative Experimental Design
This Annenberg Learner's Learning Math interactive teaches students the difference between the design of comparative observational studies and comparative experimental studies. Students then design their own study in the classroom activity. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
Data Organization and Representation: Weather Forecasting
In this lesson's video students see how a meteorologist organizes weather data for a presentation on-air. Students are then given sets of recent weather data which they must analyze to find the center and variability. They then predict the next day's temperature based on those statistics. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
Grade 6 Math Module 6: Statistics (EngageNY)
In this module, students move from simply representing data into analysis of data. Students begin to think and reason statistically, first by recognizing a statistical question as one that can be answered by collecting data. Students learn that the data collected to answer a statistical question has a distribution that is often summarized in terms of center, variability, and shape.
Grade 6 Unit 6: Statistics (Georgia Standards)
In this unit students will: Analyze data from many different sources such as organized lists, box-plots, bar graphs, histograms and dot plots. Understand that responses to statistical questions may vary. Understand that data can be described by a single number. Determine quantitative measures of center (median and/or mean). Determine quantitative measures of variability (interquartile range and range).
How Long Is a Minute?
This activity is designed to give students an understanding of arithmetic mean, median, and range of data sets. They practice using a virtual stopwatch in the interactive to estimate how long a minute is. They collect the data from repeat guesses and use that in the activity. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
Identifying Statistical Questions
he purpose of this task is to help students learn to distinguish between statistical questions and questions that are not statistical.
Life Expectancy: Finding Ratio Relationships
This lesson using infographics examines how health factors such as obesity and hypertension have changed in the U.S. over the past decades. The classroom activity has students work with the mathematical concept of statistical analysis as they compare the life expectancy of men and women. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
Math Task: The Missing Words
Math Task Overview: Students should be able to explain a reasonable strategy for determining the number of missing words. They should accurately compute the mean and range, and select an appropriate graph for displaying the data. Students will explore the concepts of variability and distribution of a data set.
Recognize and Represent Proportional Relationships Between Quantities: Ratio, Proportion, Cross Mult
Four videos are included in this lesson explaining ratio, proportion and how to use the shortcut of cross multiply and divide. Students then play the game "Pom-Pom Nose Push" to collect data and determine the ratio of time to distance. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
The goal of this task is to promote a discussion of what makes a statistical question.
Statistics and Probability (6.SP) - 6th Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Mathematics Grade 6 - Statistics and Probability.
The Hunger Games
By analyzing the lottery system used in the novel Hunger Games students will learn about probability. Students then create their own lottery system based on criteria from the novel in the accompanying classroom activity. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
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(USHE). Send questions or comments to USBE Specialist -
and see the Mathematics - Secondary website. For
general questions about Utah's Core Standards contact the Director
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